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-Should be taught alongside phonics
-Highest emphasis in Kindergarten and 1st grade.
-May not see additional effects if more than 20 hours of instruction are given yearly (5-10 minutes a day)
-Blending and Segmenting
-Phoneme Deletion
-Phoneme Manipulation

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-Vocab knowledge is at a low
-There are gaps between socioeconomic status and different races in vocab comprehension
-Comprehension increases with more vocab knowledge

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-writing should be part of word study
-Use more than one method for word study (Making Words, Words Their Way, Orton Gillingham)

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-Closed: VC, CVC
-Open: CV
-VCe: final silent e
-Vowel Team: CVVC
-C-le: a consonant then le
-Vowel-r

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Word Comparison - say two words...are they the same?
Rhyming - do two words rhyme?
Sentence Segmentation - hearing a sentence and being able to count the number of words
Syllable Segmentation and Blending - counting syllables
Onset and Rime Segmentation and blending- starts with "sss" ends with "un" put it together and it says "sun"
Blending and segmenting individual phonemes - distinguish individual sounds within a word, is it nose? mose? bose? (this question is asked while showing a picture of a nose), where do you hear the "o" in dog?
Phoneme Deletion - say "coat" take away the /c/ what is the new word?

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-consonant letters and sounds: the C rule, the G rule
-Consonant Blends or Clusters: cr, bl, sw, sc, spl
-consonant digraphs and trigraphs: ph, ng, ch, sh, th, tch
-Vowel letters and sounds: a, e, i, o, u
-Vowel Digraphs: ai, ea, oa, ue, ow, oo, aw
-Dipthongs: special kind of vowel digraph where one vowel sound is formed by the combination of two vowel sounds (oi, oy, ow, ou)
-Schwa: the vowel "a" says "u" as in about (dozen, book)
-r-controlled vowels: When "r" is the dominant sound (ar, or, ir, er, ur)

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-Alphabetic Principle
-Blend and Segmenting
-Application of sounds and letters knowledge to student writing
-apply sounds and letters to read words, sentences, and text
-Emphasize parts that can be decoded (practice regular part, memorize the irregular part)

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Systemic and explicit - direct teaching, letter-sound relationships taught in a specifically selected sequence, includes significant practice, uses decodable text
Non-systemic - No specific sequence used, informal, embedded in the text, not directly taught

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Decoding - the skill being learned
Word recognition - once your brain registers that word and you no longer have to decode
Alphabetic principle - knowing the sound the letters make
-Structural analysis: looking at parts of words and combining them (affixes, compound words, syllables, contractions, roots)

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Method of instruction for teaching students the relationship between letters of written language and individual sounds.

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-Tier 1, used daily in communication, HFW/sight words on word walls
-Tier 2 what we want to teach (remember: acquainted, useful, relevant), occur across contexts, called HFW academically, decodable
-Tier 3, low-frequency domain specific , non-decodable
-(a word can be in more than one category

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-Word Study
-Marzano 6-step
1. Description, explanation, or example of the word
2. have students restate in their own words
3. have students construct symbolic representation
4. activities
5. discuss term with one another
6. Games that utilize the terms
Steps 4-6 deepen the student's understanding of the terms
-Archer's Explicit Vocab Instructional Routine
1. Introduce the words pronunciation
2. Introduce the words meaning
3. Illustrate the word with examples
4. Check student's understanding

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-the reader
-the text
-activities and strategies
-situational context

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-explicit instruction repeatedly with many check-ins and scaffolds
-use strategies such as echo reading, readers theater, choral reading

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Sounding out:  Saying each individual sound
Saying the Whole Word:  saying each sound and then the whole word
Sight Word Reading: sounding out the word in your head and saying the whole word
Automatic Word Reading: reading without sounding out

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-accurate reading
-appropriate rate

-appropriate prosody

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-Activating prior knowledge
-Questioning
-Creating mental images
-Summarizing
-Graphic Organizers
-Click or Clunk

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(definition)

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Reading with no noticeable mental effort, mastered word recognition skills that are "automatic"

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Words used in the spoken or written language.

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Deals with word "chunks", often syllables.
cat/a/log

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Deals with "phonemes" - the smallest unit of sound.
c/a/t/a/l/o/g